Excerpt from Website
HABITS OF MIND ARE･….dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solutions to which are not immediately apparent.
The Habits of Mind were derived from studies of effective, skillful problem-solvers and decision makers from, many walks of life. They are synthesized from the works of such leaders from the fields of education, philosophy, psychology and the arts as Alan Glatthorn and Jonathan Baron[i], Reuven Feuerstein[ii], Edward de Bono[iii], Robert Ennis[iv] Arthur Whimbey[v], Robert Sternberg, [vi] and David Perkins[vii].
Lauren Resnick[viii] stated, “One’s intelligence is the sum of one’s Habits of Mind.“ We’re not concerned merely with behaviors, we want students to get into the habit of effective thinking: Not just solving a problem but also becoming an effective problem solver. So, we adopted the term, Habits of Mind,
To understand the intent of the Habits of Mind, there needs to be a shift in perspective of what’s important in learning. Traditionally, parents and educators are impressed with how many answers students know—scores on tests, for example. Although right answers are important, the critical attribute of efficacious human beings is not only having right answers or information, but also knowing how to act on it. With Habits of Mind, we are focused on how students behave when they don’t know the answer! As we consider the uncertain environment in which our students will take a role, we need to ask: Are we preparing students for a life of tests, or for the tests of life?
A "Habit of Mind, ” therefore, means having a disposition toward behaving intelligently when confronted with problems. When humans experience dichotomies, are confused by dilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.
Habits of Mind
16 Habits of Mind
A Brief History of the Habits of Mind
Excerpt from WebsiteHABITS OF MIND ARE･….dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solutions to which are not immediately apparent.
The Habits of Mind were derived from studies of effective, skillful problem-solvers and decision makers from, many walks of life. They are synthesized from the works of such leaders from the fields of education, philosophy, psychology and the arts as Alan Glatthorn and Jonathan Baron[i], Reuven Feuerstein[ii], Edward de Bono[iii], Robert Ennis[iv] Arthur Whimbey[v], Robert Sternberg, [vi] and David Perkins[vii].
Lauren Resnick[viii] stated, “One’s intelligence is the sum of one’s Habits of Mind.“ We’re not concerned merely with behaviors, we want students to get into the habit of effective thinking: Not just solving a problem but also becoming an effective problem solver. So, we adopted the term, Habits of Mind,
To understand the intent of the Habits of Mind, there needs to be a shift in perspective of what’s important in learning. Traditionally, parents and educators are impressed with how many answers students know—scores on tests, for example. Although right answers are important, the critical attribute of efficacious human beings is not only having right answers or information, but also knowing how to act on it. With Habits of Mind, we are focused on how students behave when they don’t know the answer! As we consider the uncertain environment in which our students will take a role, we need to ask: Are we preparing students for a life of tests, or for the tests of life?
A "Habit of Mind, ” therefore, means having a disposition toward behaving intelligently when confronted with problems. When humans experience dichotomies, are confused by dilemmas, or come face to face with uncertainties--our most effective actions require drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.
Links
Institute for Habits of Mind
Habits of Mind Teachers Network
Habits of Mind Learning Community Ning